1. Nuts & Bolts of Curriculum
SED 455: Curriculum Development & Assessment
by Cindy Barnes, M.Ed.
Adjunct Faculty GCU
Dewey advocated the use of science in practical school problem solving and the use of systematic application of disciplines (Wraga, 1999). In order to solve problems you must be knowledgeable of the science of educational methodologies and research. There are tensions in the field that are based on the scientific versus artistic, humanistic
and social theory (Pinar, et al., 1995). The intention of questioning curricula is to uncover which sets of knowledge or theories are held as true so as not to automatically accept the status quo.

2. What is Meant by the Term Curriculum?
Question 1
What is Meant by the Term Curriculum?
Curriculum refers to the specific blueprint or map to achieve “outputs” of desired student performance.
Curriculum specifies what the learner should achieve within a timeframe not just a list of content and activities.
Curriculum is the overarching aim of the school district.
(Wiggins & McTighe, 2005).
Curriculum studies have a century of history as a discipline, and the field has evolved from a traditional to a conceptual-empiricists view and finally a critical re-conceptualist stance.

3. What is Curriculum Theory?
Question 2
What is Curriculum Theory?
Researchers draw upon established methodologies. Theories provide a way of strengthening the field of educational research.
In the curricular field there are three camps of 1) traditionalists; 2) conceptual-empiricists; 3) re-conceptualists
During the past two decades the field of curriculum went from a practice-oriented field to a more theoretical, historical, research-oriented field. (Pinar (1999 p. 484)
Any field of study requires an understanding of its history, its growth, and its influences. As you become more exposed to the many facets of curriculum development, it is important to know the components that shape it. An effective definition of the term curriculum, the different approaches it entails, and its psychological roots are all integral parts needed to know and understand it.

4. Curriculum Theory Camps
Traditionalist - core knowledge schools and the work of John Dewey would fall into this camp. This model provided large numbers of people with basic skills needed to obtain low skill jobs. Curriculum is organized and straight forward. Curriculum and lesson plans can be created before the teacher or students ever enter the classroom (Module 2 Lecture).
Conceptual Empiricists - Introduced by William Pinar’s Book “Curriculum Theorizing” in Stemming from the idea that traditional practices in education are too strict and rigid. Curriculum should be determined by past scientific research and investigating what works in certain schools, areas, and cultures. Curriculum is shaped and guided by research and investigating what does and doesn’t work. Processes are decided by the results of scientific research (Kridel, 2010, Pages )
Reconceptualist - Largely initiated by Robert Ennis in his 1962 book “A Concept of Critical Thinking”. "The main thrust of critical theory is to enable people to reflect and critique the dominant socioeconomic class structure and the ways in which the curriculum serves to perpetuate such structure" (Ornstein & Hunkins, 2009 p. 186). Curriculum cannot be created before the educator and/or administrators have met and interacted with the student.

5. What is Meant by the Term Curriculum Approach?
Question 3
What is Meant by the Term Curriculum Approach?
Takes into consideration the student culture & diversity of the school.
Focus on the relationship between schools , society and the future.
Established goals must be addressed to determine curriculum approach
Prioritizes what the students will be learning from a specific subject matter and the explicit goals and objectives the students must achieve. These two major approaches are technical and scientific and the nontechnical‐nonscientific. The most commonly used in our schools is the technical and scientific (Ornstein & Hunkins, 2009).

6. Components of Curriculum Approach
Technical-Scientific Models (Backward Design adopted this approach)
Non-Technical/Non-Scientific Approaches
Behavioral
Systems Managerial
Intellectual-Academic Approach
Questions the assumptions of technical approach.
Humanistic-Aesthetic
Reconceptualist
Formal methods of schooling with a focus on content and outcomes.
It stresses personal, subjective aesthetic nature of curriculum
Logical step by step procedure of what you want students to know and evidence of that knowledge.
Focus is not on content or learning outcomes. Views learning as holistic, focused on the learner and students as a participant.

7. What is the relationship between curriculum and instructions?
Question 4
What is the relationship between curriculum and instructions?
“Good teachers can translate information, make good judgment, experience and wisdom into relevant knowledge that a student can understand, retain and pass to others.”
(Wikipedia, 2008 September 12).

8. What are the bases for curriculum planning?
Question 5
What are the bases for curriculum planning?
A curriculum must be aligned with National or State content standards.
Assessment information helps planners make relevant curriculum decisions.

9. What criteria can be used to plan, develop, and implement curricula?
Question 6
What criteria can be used to plan, develop, and implement curricula?
Instructional Goals
Learning Philosophies and Information Processing Theories
Learning Environment
Specific Learning Objectives
Student Prior Knowledge
Student Learning Styles
Instructional Strategies
Formative and Summative Assessments
(Smith & Ragan, 2005).

10. How do values influence curriculum planning?
Question 7
How do values influence curriculum planning?
Values can influence who will be included in the curriculum goals (curriculum approach).
The belief that learning is a universal right, has led to a focus in developing curriculum that meets the needs of every student.
(SIU, 1998).

11. Question 8
What are some of the challenges in meeting the curriculum and the future?
Stakeholders support the schools
Integrating Technology - Policy-makers don’t fully recognize the impact technology have in schools.
Teaching the curriculum in ways that are effective for a variety of students.
Government vouchers for private schools and Federal Legislation has caused a budget crisis in public school districts.

12. References Grand Canyon University: SED 455 Module 2 Lecture Notes
Kridel, Craig. "Encyclopedia of Curriculum Studies." Google Books. N.p. Retrieved from.
Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum: Foundations, Principles, and Issues (5th ed.). San Francisco: Pearson Education, Inc.
Pinar, W.F. (1999b). The reconceptualization of curriculum studies. In W. F. Pinar (ed.), Contemporary curriculum discourses: Twenty years of JCT. New York, NY: Peter Lang,
Smith, P.L., Ragan, T. J. (2005). Instructional Design. Hoboken, NJ John Wiley & Sons.
"The Traditional View Of The Learning Process." UNESCO.com. United Nations Educational Scientific and Cultural Organization, 27 Nov Retrieve from
SIU. (1998). The Center foor Dewey Studies. Retrieve from
Wiggins, G & McTighe, J. (2nd Edition). (2005). Understand by design 2nd ed. Association for Supervision and Curriculum Development. Alexandria, VA.
Wraga, W.G. (1999). Extracting sunbeams out of cucumbers: The retreat from practice in reconceptualised curriculum studies. Educational Researcher 28(1), 4-13.